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When learning English, it is possible that you will make these 5 common English grammar mistakes. Learn what you are doing wrong and how to break these habits!

The 5 common English grammar mistakes we will focus on are:

Subject/verb agreement with he/she/it

Singular and plural nouns

Overusing modals

Forgetting the simple future

Misusing the simple future with an adverbial clause

5 Common English Grammar Mistakes

Subject/verb agreement with the third person (he/she/it)

What is wrong: In English, the verb changes only in the third person (he/she/it).

I like

You like

We like

They like

He/she/it likes

English learners often forget to add an “s” to the end of verbs in the present tense.

Why this is a common mistake: It is easy to forget to add the “s” to verbs for the third person since this is the only time we do this in English.

How to avoid making this mistake: Use the third person more often when speaking. Make it a point to talk about your friends, your family, even your pets! The more you correctly use this form of the verb, the more comfortable you will become with its form and the fewer mistakes you will make.

Singular and plural nouns

What is wrong: English learners sometimes use incorrect subject/verb agreements with nouns.

The people is excited. (incorrect)

The people are excited. (correct)

Some nouns are clearly singular or plural:

One house

Two houses

The car

Those cars

However, sometimes it is not so easy to tell if a noun is plural or singular. Some have an “s” at the end but they are singular, while others are plural.

The newsis on at 7 pm. (singular)

My glassesare broken. (plural)

Other nouns are irregular (do not have an “s”). It is difficult to tell if these are singular or plural.

Why this is a common mistake: When we do not know if a noun is singular or plural, it makes it difficult to have correct subject/verb agreements.

How to avoid making this mistake: Read! The more you read, the more often you will be in contact with these verbs. Native speakers do not have to think about subject/verb agreements for most nouns because they have seen them again and again while reading (or heard them while speaking).

Misusing/overusing modals

What is wrong: English learners often try to use two modals that are not used together.

You must to drive safely. (incorrect)

You must drive safely. (correct)

You don’t can’t drive fast near a school. (incorrect)

You can’t drive fast near a school. (correct)

Why this is a common mistake: Students often confuse modals, possibly because some of them (like ought to) have two parts.

How to avoid making this mistake: Be sure that you know how each modal works. Spend a few minutes learning each one individually so that you do not confuse them. For more information, read our article on Modals of Etiquette and our other article, Modals of Obligation.

Forgetting the simple future

What is wrong: English learners will often talk about future plans, but forget to use the simple future.

I call you in five minutes. (incorrect)

I will call you in five minutes. (correct)

Why this is a common mistake: Sometimes in English, we can use the simple present for future plans.

My plane leaves at 10 am.

We arrive tomorrow.

However, this is for a scheduled action, not for a promise or intention.

How to avoid making this mistake: Learn how to correctly use the simple present for future events. Read our article on the Simple Future for Plans to understand how to do this.

Misusing the simple future with adverbial clauses

What is wrong: The simple future uses “will” or “be going to.”

I will call you tomorrow.

We will see you later.

The simple future is often used with an adverbial clause. An adverbial clause modifies the verb: it tells us more about the verb of the sentence.

When I get home, I will call you.

After we arrive, we will unpack our bags.

We know more about the action of the sentence because of this adverbial clause.

Sometimes, English learners put “will” in the adverbial clause. This is incorrect.

Exceptions for using fewer vs. less

There are some times that we make exceptions with the rule about fewer vs. less and countable/uncountable nouns.

Less vs. fewer exception #1: Money

“Money” is typically an uncountable noun.

I am making more money at my new job.

How much money do you think we will spend on lunch today?

However, we tend to us “less” with the word “money” and all of its forms (“change,” “dollars,” etc.).

I have lessmoney than I expected.

This dress cost a lot lessmoney than most of my other dresses, but I love it more than the others.

Since I started using a debit card, I have lesschange in my pockets.*

We have to spend $50less on groceries now that we paid for all of our bills.

*In this example, we do not use “than.” However, it is implied. (The person has less change in his/her pockets than he/she did before getting a debit card.)

Less vs. fewer exception #2: Time

“Less” is also more commonly used with time. Like money, the concept of time can also be broken into smaller pieces: hours, minutes, seconds.

I’ve lived here lesstime than my neighbors.

In the future, I think you should bake the cookies for 5minutesless. They’re a bit burned.

We need to help the company employees spend lesstime on some of their daily responsibilities, like reports. Then they can spend more time helping customers.

Less vs. fewer exception #3: Weight

As with money and time, the concept of weight has measurable units that are countable nouns. However, we use “less” with weights.

I weighless now than when I was 15. Isn’t that crazy?

Babies actually weighless after they are born. They lose some weight in the first days of life.

We need no less than 250 grams of sugar in this recipe.

Less vs. fewer exception #4: Percentages

Using “less vs. fewer” with percentages is a little more difficult. To determine which word to use, we must first identify what the percentage is of, and see if that thing is a countable or uncountable noun.

_________ than 50% of marriages end in divorce.

_________ than 20% of employees thought they were being paid enough money.

_________ than 40% of Americans drink every day.

In these cases, the nouns are countable. We can count the number of marriages (it would be a lot, but we can still count them!) We can also count the employees and the number of Americans these sentences are referring to. Therefore, we should use “fewer.”

Fewer than 50% of marriagesend in divorce.

Fewer than 20% of employeesthought they were being paid enough money.

Fewer than 40% of Americansdrink every day.

We use “less” when we cannot enumerate (put into numbers) the percentage we are referring to.

It seems like you put about 30% lesseffort into your exercise this morning.

People often say that the American business model and work environment is different than in other countries . . . but exactly how is it different? WithCISL’s Career English program, students have the opportunity to experience the U.S. work environment by spending time at an American host company. Italian student Emanuela recently completed the CISL Career English program and shared her experience with us. We are pleased to see the many ways in which she improved her English through written and spoken tasks!

CISL Career English Student Emanuela Experiences the BioMedical Research Industry

Emanuela had two interviews: one at Constance Ardila, and one at BioMed IRB. Emanuela recalls that she was “positively astounded by Grace’s [the Career English Coordinator] fast ability to find work placements and interviews.”

Before the interviews, Emanuela worked with the Career English Coordinator to prepare. Was she ready? According to Emanuela, the interview experience was “absolutely positive. I felt prepared and the interviewer . . . made me feel comfortable and asked me different questions.”

As Emanuela mentions, there was a need for her to prepare: “For sure, I can say that the way the Career English Coordinator, Grace Turner, helped me to prepare my interviews was really useful; in fact, there is a wide difference between the American and the Italian way to conduct interviews. In addition, Grace also guided me to produce my Cover Letter and my resume.”

After the interviews, Emanuela choseBioMed IRB. “This was a smart choice, because this non-profit company is well-known and its name on a resume is well-seen.” What did she do during her time there? Emanuela details her experiences at the company.

“During my experience at BioMed IRB, I had the opportunity to work in a wide variety of tasks:

reviewing some old email and check[ing] with the BioMed’s database if there was any missing document;

send[ing] email to some customers and call[ing] some of them;

reviewing the drafts of the old meetings and verifying that what is written on them corresponds to the invoices on the BioMed’s database with the same date;

translation from English to Italian of some official document[s] of FDA;

research related with Marco Polo and the spread of the plague in the 13th century;

every Thursday I have attended the BioMed’s meetings by computer; this is definitely my favorite part of the work”

Emanuela also completed the company’s CITI program, where she says she learned the following:

“writing a mutual Non-Disclosure Agreement (NDA);

scanning and modifying some document by putting an online stamp of acknowledge and uploading them on their online database;

understanding, through an online course, the issue of “patentability” regarding ideas and technologies

writing an essay in English and Italian about the scientific method”

Overall, Emanuela says that she really enjoyed her responsibilities. “The two tasks I have enjoyed are: attending the meeting and the CITI program. In fact, attending a meeting by computer is not only interest[ing] because of the topic they vote on, but it’s also a really good practice to improve my listening skills. Furthermore, completing successfully the CITI program and obtaining the official certification are clearly worthy for the resume; also, the issues I studied for it were all strictly related with my major and useful for my future.”

Emanuela continues, “In conclusion, my experience was absolutely positive: the work environment is small, but friendly; my supervisor, Fred Fox, has showed good attitude and interest in teaching me every day something new. Everything I have done on my volunteer work was related with biomedical issues.”

Would she recommend the CISL Career English Program?

“I would completely recommend the CISL Career English program to potential students because it is a good experience.” The outcomes, Emanuela says, include “ being more confident on a work environment, especially for someone who has never worked before” and “meeting and being confident with an American work environment.” Overall, Emanuela sees that the CE Program “is absolutely good for the resume, especially for European.”

We are so happy to hear that you enjoyed your experience with CISL’s Career English program, Emanuela! We wish you all the best in your career in Italy and look forward to seeing how you use your English in the future!

Phrasal verbs are a part of everyday conversation for English speakers. The following are commonly used in casual conversation. Understanding them will allow you to confidently have a casual conversation.

10 Phrasal Verbs for Casual Conversation

Be up to

Definition: Doing something.

Example: What have you been up to lately?

Example: What are you up to this morning?

Why this is a useful phrasal verb: This is a common way to casually ask a friend what their plans are or what they are doing.

Come over

Definition: To go to someone’s house or location.

Example: Do you want to come over later?

Why this is a useful phrasal verb: This phrasal verb is the most common way to ask your friend to your house.

Thanks for coming over for lunch!

End up

Definition: To do something or become something that was not in the original plan.

Example: We planned to go to the movies, but we ended up going to the beach because it was a beautiful day.

Example: I wanted to be a surgeon, but I ended up being a dentist.

Why this is a useful phrasal verb: Plans change! The phrasal verb “end up” is a great way to express this.

Get together

Definition: To meet socially.

Example: Marianne and I are getting together this weekend for drinks.

Why this is a useful phrasal verb: This phrasal verb is the easiest way to express social plans.

We gottogether and studied for our TOEFL test.

Help out

Definition: To help someone.

Example: Thanks for helping out with the cleanup after the party!

Why this is a useful phrasal verb: We all help our friends out when we can.

Keep up

Definition: Continue doing something; persist.

Example: I can’t keep up with my work lately.

Why this is a useful phrasal verb: We have to keep up with many things: our jobs, our homework, even the lives of our friends.

I raninto my friend at the mall.

Run into

Definition: To meet someone unexpectedly.

Example: Guess who I ran into the other day? My old teacher!

Why this is a useful phrasal verb: We run into people we know often: RUN INTO expresses this better than saying “I saw _____.”

Take off

Definition: To leave (casual/slang).

Example: I have to take off in about 5 minutes. I have to meet my Mom.

Why this is a useful phrasal verb: This is a common way to casually say that you need to leave. English speakers use it often.

I’m takingoff in 10 minutes and going to the beach. Wanna come?

Turn out

Definition: To produce an unexpected result.

Example: I was worried about ordering a lavender coffee, but it turned out to be delicious.

Example: How did your cake turn out? Did you like that new recipe?

Why this is a useful phrasal verb: Things do not always go as we planned. This phrasal verb expresses this situation perfectly (and casually)!

Note: this phrasal verb is slightly different than END UP, although both refer to an end result. END UP focuses more on the outcome or result, while TURN OUT focuses more on producing the result.

Show up

Definition: To arrive.

Example: I think everyone is showing up around 7:30.

Why this is a useful phrasal verb: This is a casual way to say “arrive” and is often used in conversation. “Arrive” is more formal.

When choosing English classes, students are often confused about the difference between Academic English and Conversational English. Do you know the difference? Understanding the advantages of both will help you decide which course is right for you!

Academic English vs. Conversation English: What’s the Difference?

Conversation English: Overview

The goal of conversational English classes is to improve one’s ability to communicate. Therefore, conversational English classes focus on all aspects of learning English: improving listening, speaking, grammar, reading, and writing. There is typically a strong focus on vocabulary, idioms, and phrasal verbs.

Who should take Conversational English classes?

Conversation-focused English classes are for everyone! Most students feel that their communication in English could be improved: these classes are an excellent opportunity for students of any level to improve their confidence and skills.

When choosing a conversation-based English class, the most important thing to remember is to choose a reputable school with qualified teachers. Make sure that your classes have a clear structure, that goals are outlined, and that the class syllabus is followed.

Academic English: Overview

Academic English classes are designed to improve a student’s English skills that are needed in the college classroom. Therefore, the classes will focus on improving English skills (listening, speaking, writing, and reading) for the university classroom. Vocabulary lessons focus more on academic English skills (and less on idioms, slang, and phrasal verbs). Academic English classes tend to focus more on writing, specifically research, essay practice, and citations. Listening lessons focus on listening to lectures and improving note-taking skills.

Who should take academic English?

Academic English is great for many language learners, including students who:

Want to attend college or university in the U.S.

Plan to use English in a more formal or business setting

Would like a more rigorous workload than they receive in a conversational English class

Plan to take the TOEFL, IELTS, or other English proficiency exam

Would like to teach English in the future

Do you still need help deciding which course is right for you? Contact CISL!